Beyond the EU: DORA and NIS 2 Directive's Global Impact
542 d 5considerations team2
1. Considerations and solutions of Teaching Listening and Speaking EESL542D Assignment #2: By team#2 Eun Joo Lee Soo yeun Kim Soo Hyun Kim Su jeong Kim January 14th, 2011
4. At this point, many students just tune out or get caught up in an internal dialogue trying to translate a specific word.
5. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.
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7. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.
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9. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week.
10. However, for this strategy to work, students must not expect improved understanding too quickly.
11. The brain is capable of amazing things if given time, students must have the patience to wait for results.
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13. Listen: Understand Details and Ideas - Identify your listening goal - Mentally summarize the details - Link Message details with major idea - Practice - Transform barriers into goals
23. Read more: Movies allow students to hear various dialects, accents, and tones of speech.
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26. The teacher should make a list of words, phrases that students might have difficulty with or that might need explanation.
27. The teacher can discuss things like the period around which the movie was made, why the director decided to use a particular location, who the actors are and why they made the movie.
28. Once the movie is over, allow students to sit for a few minutes, silently processing what they have seen and heard. (They may take notes to help them remember.)